After several years of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students’ mathematics learning and achievement. However, making connections between language use and mathematics in linguistically and culturally diverse classrooms is challenging. Research into the challenges in statistics classrooms, where language and contexts are even more important as a medium of instruction, has received little attention. This chapter reports on a collaborative design-based research carried out in three largely Pasifika-dominated Year 12 classes. Findings from the study indicate that some strategies to incorporate students’ language resources in their learning worked better than others. However, more research is needed to explore in greater depth language issues and the barriers they might present in statistics education.